Syllabus
Main topics of the course:
1. The role of a student / teacher assistant
2. Assistant teacher and his / her cooperation with the teacher
3. Typology of students with special educational needs in the current school
4. The principle of inclusion in a heterogeneous class
5. Working with a catalog of supportive measures
6. Individual training program
7. Educational diagnostics
8. Possibilities of cooperation with special pedagogues, psychologists, experienced teachers and other specialists
9. Specific learning and behavioral disorders in the context of an inclusive class
10. Gifted children in the context of an inclusive class
11. Assistant co-operation with parents
12. Work with students from refugee families, students with a different mother tongue, gifted students, etc.
Annotation
The aim of the course is to systematically support and develop the competences of the teaching staff in the field of inclusive, individualized and differentiated education at elementary school. An integral part of the course objective is the development of the reflective and self-reflective skills of the student's teacher. Students will have the systematic ability to learn and regularly work with different types of students with special educati-onal needs in the classroom – e.g. with students with specific developmental learning disabilities, ADHD, stu-dents from disadvantaged social environment, gifted students, students with different mother tongue, etc., and seek individualised strategies of educational work with them, thus helping them to overcome obstacles in lear-ning and then continually reflect their work under the guidance of experienced teachers. The content and orga-nization of student activity in the class is based on the needs of specific students and is determined by a co-operating teacher or other specialist. The student can act both as a student assistant and as a teacher assistant.
Students will apply the knowledge from the field of educational-psychological training, specific learning disor-ders and behavioral disorders, ontogenetic, social and educational psychology, general and professional dida-ctics, practice during their studies and their own teaching experience. They will integrate them into competent approaches to working with students in education, which they will implement at primary school in the role of teacher assistant or student assistant. Preparations to support students and reflection of their interventions will be continually reflected in the e-learning environment and in the context of attendance meetings. They will acquire additional knowledge and competences (eg in the field of support for students from asylum-seeking families, students with a different mother tongue, gifted students, problem solving problems arising from cultu-ral diversity in the class, etc.).